ERIC EJ979923: Multiple Intelligences Theory and Iranian Textbooks: An Analysis

2012·0.08 MB·English

by  ERIC

Pan-Pacific Association of Applied Linguistics 16(1), 73-82

Multiple Intelligences Theory and Iranian Textbooks:
An Analysis

Yoones Taase
Kharazmi University

Taase, Y. (2012). Multiple intelligence theory and Iranian textbooks:
An analysis. Journal of Pan-Pacific Association of Applied Linguistics,
16(1), 73-82.

The purpose of this study is to investigate locally designed ELT
textbooks in the light of multiple intelligences theory. Three textbooks
(grade 1.2.3) used in guidance school of Iranian educational system were
analyzed using MI checklist developed by Botelho, Mario do
Rozarioand. Catered for kinds of intelligences in the activities and
exercises were specified in a profile. The results of the study showed
that verbal/linguistic and visual/spatial were the most predominant
intelligences followed by logical/mathematical, interpersonal and
intrapersonal in much lower ratios. Bodily/kinesthetic, musical and
naturalistic intelligences were not found in any percent.

Key Words:

1 Introduction

Howard Gardner proposed the theory of Multiple in the early 1980s with the
publication of Frames of Mind (Gardner, 1983). Initially he formulated a list
of seven intelligences which were seven different ways to demonstrate
intellectual abilities including verbal /linguistic, logical /mathematical,
visual/spatial, bodily/kinesthetic, musical, interpersonal and intrapersonal.
After Grander’s primary listing of the intelligences in Frames of Mind, a
great deal of discussion continued for expanding or limiting the list.
Naturalist intelligence, spiritual intelligence and existential intelligence were
proposed by Grander and his colleagues as particular probabilities .Further on,
Grander came to the conclusion that naturalistic intelligence 'merits addition
to the list of the original seven intelligences' (Gardner 1999: 52).
Multiple intelligence challenged traditional notion of intelligence in
many ways. Contrary to traditional notion in which people are born with a
fixed amount of intelligence, MI considers that all human beings possess all
the intelligences, but each person has a unique combination, or profile. Short
answer tests like Stanford-Binet, intelligence quotient and Wechsler
intelligence scale for children(WISCIV) are not used in MI because while
measuring just rote memorization skills and one's ability to do well on short

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answer questions they lack the ability to measure disciplinary mastery or
deep understanding. The new theory regards that all people can improve
each of the intelligences, though some people will improve more readily in
one intelligence area than in others and in addition to logic and language,
there are many more types of intelligence which reflect different ways of
interacting with the world. The same materials were taught to everyone in
traditional practice but in MI, the teachers teach and assess differently based
on individual intellectual strengths and weaknesses. Teachers structure
learning activities around an issue or question and connect subjects in MI
model of intelligence and develop strategies that allow for students to
demonstrate multiple ways of understanding and value their uniqueness. In
Grander’s view intelligence is the ability to solve problems and fashion
products that are valued in a particular cultural setting or community
(Gardner, 1993). This view of intelligence is culture-free and accounts for
differences in time and place.
However, MI theory was not designed to be applied in education or
language teaching, it gained an increasing attention in applied linguistics
since teachers looked at the different learning styles which are different ways
students learn the materials. Like other fields, ELT has applied the theory of
multiple intelligences widely. Akbari & Hosseini (2007) investigated
possible relations between multiple intelligences and language learning
strategies and found significant relations between the use of language
learning strategies and IQ scores of the learners. Nilgün Yenicea, HilalAktam
(2009) and Nergüz BulutSerina, Serina, M. Ali Yavuza, Behbud
Muhammedzade (2009) examined the relationship between multiple
intelligence and teachers’ learning style and strategies. Rahimi &
Qannadzadeh (2010) investigated the relationship between quantitative usage
of logical connectors in Iranians’ EFL essay writing and their
logical/mathematical and linguistic intelligences. Multiple intelligences
approach in intuitive English learning investigated by Loredana-Andreea
St(cid:3)ncun(cid:3), Aneliz-Iulia Cr(cid:3)ciun (2011) in a case study showed that the
dynamics of the game-like activities as well as the wide range of – mainly -
visual, kinesthetic, interpersonal and musical entry points or representations
allowed young students to enjoy effortless activities that motivated their
learning.
Textbooks have been analyzed under the lights of MI theory in recent
years to determine different sorts of intelligences embedded in their activities.
Palmberg (2002) in his study presented the analysis of course books by
student teachers in order to identify intelligence profile. Botelho’s study(2003)
showed that the intelligence profile of the analyzed books were mainly
verbal/linguistic. Carolina Leonardi de Oliviera (2009) analyzed two course
books utilized in Porto Algerecity, Brazil and came to conclusion that
verbal/linguistic, intrapersonal, interpersonal and visual/spatial intelligences
appeared mostly in the textbooks. Yasemin K(cid:4)rkgöz (2010) investigated

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Multiple Intelligence Theory and Iranian Textbooks
locally-published ELT textbooks in Turkey and found that naturalistic
intelligence was the least type.
The purpose of this study is to analyze locally- published ELT
textbooks taught in Iranian state guidance school educational system to
determine to what extent MI theory is reflected in these textbooks.
Consideration of textbooks in the light of multiple intelligence theory is
essentially useful because textbooks are the main and the most applicable
source of teachers in classrooms to transfer the curriculum objectives. In
addition, students with different learning styles and personality types possess
a variety of intelligences and it is necessary for textbooks to provide as many
intelligences as possible to match the students’ needs.

2 Method

2.1 MI checklist

In this study I used the procedure developed by Botelho, Mario do Rozario,
de Lima (2003) which defines eight intelligences and lists the activities,
techniques, materials and description related to each intelligence. For
example, verbal linguistic intelligence is defined as the ability to use words
effectively both orally and in written form. The range of activities for this
intelligence include reading books, listening to talking books, writing, note
taking, memorizing and etc. (see appendix A for definition and related
activities of eight intelligence)

2.2 Analysis of ELT textbooks

Using the procedure developed by Botelho, Mario do Rozario, de Lima
(2003), three English textbooks presently used in Iranian guidance schools
were analyzed carefully to investigate their catering for different intelligences.
For this purpose I considered all activities and exercises in three books
observantly to identify the kinds of intelligence they carry in themselves. The
investigated textbooks include Right Path to English (1), Right Path to
English (2) and Right Path to English (3) for grade 1, 2 and 3. Each textbook
was scrutinized in terms of its inclusion for different intelligences.
To identify the appropriate intelligence in each activity, the main
procedure was to decide that each activity caters for what sort of intelligence
predominantly. For example, the activities like listen and repeat, fill in the
blanks with correct form of verb and answer the questions with “Yes” or “No”
are definitely related to verbal/linguistic intelligence. Some activities were a
mixture of intelligences. For example the activity like “look at the pictures
and fill in the blanks” caters for both verbal/linguistic and visual/spatial
intelligences. Such activities were categorized into more than one intelligence
type. Basic structure and review sections were not considered.

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2.3 Procedure

Two raters identified different kinds of intelligences in each textbook
independently: the author of this study and an expert teacher having a great
experience in teaching these textbooks and advanced knowledge of MI theory
and its intelligences.
Having rated, we agreed upon 95% of the identified categories. Then
we came to an agreement for remaining 5% through discussion and
consultation with another expert teacher.

3Results

Table 1 shows the distribution of different categories of multiple intelligences
in the locally published textbooks used in Iran guidance school.

Table 1. Distribution of Intelligences in textbooks
Intelligence types f %
Verba
Visual Logical/ Inter Intra Bodily/
l/ musica Total
Textbooks / mathematica persona persona kinestheti
lingui l F %
spatial l l l c
stic
Right path 92
59 25 2 6 0 0 0
to English 100
64.13 27.17 2.17 6.52 - - -
(1) %
Right path 156
108 42 5 0 1 0 0
to English 100
69.23 26.92 3.2 - 0.64 - -
(2) %
121
Right path 97 13 8 2 1 0 0
100
to English 80.16 10.47 6.61 1.65 0.82 - -
%

As it is obvious from table 1, each one of the ELT textbooks caters
predominantly for verbal/ linguistic intelligence. Between 64.13 -80.16% of
the activities suits for the learners who are verbally-linguistically oriented.
The second most frequently used intelligence type is visual/spatial covering
the range of 10.47-27.17 % of the activities. Logical/mathematical
intelligence stands for the next most frequently addressed kind of intelligence
comprising between 2.17-6.61% of the activities. The fourth widely used
intelligence in grade 1 is interpersonal intelligence (6.25%) followed by
logical/mathematical (2.17%). Other intelligences including musical,
bodily/kinesthetic, intrapersonal and naturalistic intelligence were not found
in Right Path to English for grade 1.
In grade 2 textbook, the third most addressed kind of intelligence is
logical/mathematical (3.2%) followed by intrapersonal intelligence (0.64%).
Musical, bodily/kinesthetic, interpersonal and naturalistic
intelligences were not found in grade 2 textbook. Logical mathematical
intelligence (6.61%) stands as the third widely used kind of intelligence

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followed by interpersonal (1.65%) and intrapersonal intelligences (0.82%).
Other intelligences like musical, bodily/kinesthetic and naturalistic
intelligences were not found in grade 3 textbook. As it can be seen clearly in
table 1, three kinds of intelligence including musical, bodily kinesthetic and
naturalistic intelligence were not used in any percent. Among the catered for
intelligences, intrapersonal type was the least used kind of intelligence. The
textbook of grade 3 addressed five kinds of intelligences including
verbal/linguistic/ logical mathematical, visual spatial, interpersonal and
intrapersonal. Grade 2 used four intelligences neglecting intrapersonal
intelligence used in the textbook of grade 3. Grade 1 also addressed four
kinds of intelligences neglecting interpersonal intelligence used in grade 3.
One point worthwhile to be mentioned is that verbal/linguistic and visual
spatial intelligences used as the most prevalent intelligences were mixed in
activities like “look at the pictures and follow the model”, “look at the
pictures and ask questions with every day” and “look at the picture and
answer the questions”.
The findings of this study suggests that verbal/linguistic and
visual/spatial predominate the intelligence profile of the investigated books
followed by a fair percentage of other intelligences like logical/mathematical,
interpersonal and intrapersonal types. The important fact about this study is
the absence of musical, bodily/kinesthetic and naturalistic intelligence in the
textbooks.

4 Discussion

In the present study we examined three domestically designed ELT textbooks
applied in Iran state guidance school education from the perspective of
Multiple Intelligence theory to determine intelligence profile reflected
through different activities and tasks. The results of the study showed the
extent of each intelligence applied in the textbooks. The findings are
consistent with previous studies (Botelho,2003;YaseminK(cid:4)rkgöz,2010) and
suggest that the verbal/linguistic and visual/spatial intelligences are the most
prevalent catered for intelligences in the analyzed textbooks. Although
logical mathematical, interpersonal and intrapersonal intelligences were
found in much lower ratios, it is crucially important to consider the fact that
musical, bodily/kinesthetic and naturalistic intelligences were the least ones
which were not found in any percent. Generally speaking, the analyzed
textbooks have not been written to be used based on the theory of multiple
intelligences. So, there is still much to be studied about the relationship
between the theory of multiple intelligences and the textbooks locally
designed for foreign language teaching in Iranian guidance school.
Followings are some pedagogical implications of this study:

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- Students have different learning styles and individual
differences and it is crucial to consider these differences in
designing the textbooks.
- Since all of the teachers lack the creativity in designing their
own multiple activities and exercises, it is useful for the
textbooks to include an amalgam of activities and exercises
based on multiple intelligences.
- Students have different intelligences and their needs should
be addressed through designing textbooks including as many
of the intelligences as possible.
- It is important for ELT teachers to have a basic knowledge of
MI theory and apply it in the classroom.
- It is necessary for teachers to carefully analyze the textbooks,
their teaching method and students’ needs in the light of
intelligence profile.
- Teacher should consider all intelligences as equally important
which is in sheer contrast to traditional education systems,
which typically place a greater emphasis on the development
and use of linguistic and mathematical intelligences.
- Regarding the age of the guidance school students (teenagers),
it is very helpful to apply activities based on
bodily/kinesthetic and musical intelligences to expeditee their
learning.

References

Akbari, R. & Hosseini, K. (2008). Multiple intelligences and language
learning strategies: Investigating possible relations. System,36,141-
155.
BulutSerina, N., OuzSerina, M., Yavuza, A., & Muhammedzadea, B. (2009).
The relationship between the primary teachers’ teaching strategies
and their strengths in multiple intelligences. World Conference on
Educational Sciences 2009. Procedia Social and Behavioral
Sciences, 1,708-712.
Gardner, H. (1983). Frames of mind. New York: Basic Books
Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New
York: Basic Books.
Gardner, H. (1999).Intelligence Reframed: Multiple Intelligences for the 21st
Century. New York: Basic Books.
K(cid:4)rkgöz, Y. (2010). Catering for multiple intelligences in locally-published
ELT textbooks in Turkey. Procedia Social and Behavioral Sciences,
3, 127-130.

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Multiple Intelligence Theory and Iranian Textbooks
Oliviera, C. L. (2009). Course books and multiple intelligence theory: an
analysis.
Plamberg, R. (2001). Catering for multiple intelligences in course books.
HLT Magazine, January 2002. Retrieved on November 9, 2002.
http///www.hltmag.co.uk/Jan02/sart6htm.
Rahimia, A., & Qannadzadeh, J. (2010). Quantitative usage of logical
connectors in Iranians’ EFL Essay writing and logical and
linguistic intelligences. Procedia Social and Behavioral Sciences, 5,
2012-2019.
Rozario de lima, B. M. (2003). Multiple intelligence theory in English
language teaching: An analysis of current textbooks, materials and
teacher’s perceptions. Unpublished master dissertation. College of
arts and sciences of Ohio University.
Stancuna, L., & Craciun, A. (2011).A multiple intelligences approach:
intuitive English learning – a case study for k-1 students. Procedia
Social and Behavioral Sciences, 11, 72-76.

Yoones Taase
Kish language institute
Jomhuri Square-West Jomhuri #848
Tehran, Iran
Tel (0): 0098-0939-616-8835
Tel (H):0098-021-6604-1775
Email: [email protected]

Received: May 8, 2012
Revised: June 16, 2012
Accepted: July 5, 2012

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Yoones Taase
Appendix
List of activities, techniques, materials and descriptions of each intelligence.

Verbal/linguistic
1.Note taking
2. Riddles
3. Worksheets
4. Listening to lectures
5. Word play games
6. Listening to talking books
7.Reading books
8.Discussions
9.Story telling
10.Journal keeping
11.Debates
12.Memorizing
13.Writing

The ability to use words effectively both orally and in writing. Remembering
information, convincing others to help and talking about language itself

Logical/mathematical
1.Science demonstrations and experiments
2.Logic puzzles and games
3.Story problems with numbers
4.Logical/sequential presentation of subject matter
5.Logical argumentation
6.Problem solving

The ability to use numbers effectively and reason well. Ability to predict,
understand basic properties of numbers and principles of cause and effect.
Recognizing abstract patterns, creating codes.

Spatial/visual
1.Illustrations
2.Graphs
3.Tables
4.Using charts and grids
5.Videos, slides and movies
6.Using arts
7.Maps
8.Photos
9.Using graphic organizers
10.Imaginative story telling

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11.Painting/picture/collage
12.Mind maps
13.Telescope/microscope
14.Visual awareness activities
15.Students’ drawings

Bodily/kinesthetic
1.Hands-on activities
2.Field trips
3.Role plays
4. Creative movements
5.Mime
6.Body language
7.Classroom aerobics
8.Cooperative group rotation
9.Cooking and other “mess” activities

The ability to use the body to express ideas and feelings and to solve
problems.
Skills: coordination, flexibility, speed and balance.

Musical
1.Singing
2.Songs
3.Playing recorded music
4.Playing live music
5. Jazz chants
6. Music appreciation
7. Student made instruments
8. Background music

Sensitivity to rhythm, pitch and melody. Recognizing simple songs and being
able to vary speed, tempo and rhythm in simple melodies.

Interpersonal
1.Pair work
2.Peer teaching
3.Board games
4.Group brainstorming
5.Project work
6.Work cooperatively
The ability to understand another person’s moods, feeling, motivations and
intentions. Skills: responding effectively to other people, problem solving
and resolving conflict.

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Intrapersonal
1.Activities with a self-evaluation component
2.Interest centers
3.Options for homework.
4.Personal journal keeping
5.Checklist
6.Inventories
7.Individualized projects
8.Doing things by yourself

The ability to understand yourself, your strength, weaknesses, moods, desires
and intentions. Skills: understanding how someone is similar to or different
from others, reminding oneself to do something, knowing how to handle
one’s feelings, knowing about oneself as a language learner.

Naturalistic
The ability to recognize and classify plants, minerals and animals including
rocks, glass and all variety of flora and fauna. Classifying and categorizing
activities.

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